मार्गदर्शन से सीखना की अवस्थाएँ बताइए। क्षेत्रफल सीखने से संबंधित उदाहरण द्वारा "स्कैफोल्डिंग" और बड़ों की भूमिका को स्पष्ट कीजिए।
मार्गदर्शन से सीखना की अवस्थाएँ
मार्गदर्शन से सीखना (Guided Learning) एक ऐसा प्रक्रिया है जिसमें शिक्षक या कोई बड़ा व्यक्ति विद्यार्थी को धीरे-धीरे उस कार्य या ज्ञान की ओर अग्रसर करता है, जिसे वह स्वयं नहीं सीख सकता। वाइगोत्स्की के सामाजिक विकास सिद्धांत के अनुसार, यह प्रक्रिया ज़ोन ऑफ प्रॉक्सिमल ___ _________ __________ _____ ______ ________ ___ _____ __________ _________ _________ _________.
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बच्चों को दशमलव संख्याओं की जमा और घटा की ऐल्गोरिद्म के साथ दिक्कतें क्यों होती हैं? कक्षा 5 के बच्चों में घटा की ऐल्गोरिद्म विकसित करने में आप किस तरह मदद करेंगी, विस्तार से वर्णन कीजिए। (उदाहरण के रूप में 3.7-1.82 का प्रयोग कर सकते हैं)
Explain the following statements briefly. You should include appropriate examples in your explanations.
a) Exploring a mathematical concept is an on-going process.
b) Doing algebra is the essence of mathematical thinking.
c) A teacher should be a scaffold for her learners.
d) Developing spatial understanding is more than about learning some definitions and rules of geometry.
e) Gathering data is one tool for making sense of the world around.
What is ‘egocentrism’? What did Martin Hughes think about Piaget’s views on egocentrism? What was the experiment which his understanding was based on?
Suppose you are teaching a child addition of decimal fractions, according to the constructivist model. In this context,
Suppose you are teaching a child addition of decimal fractions, according to the constructivist model. In this context,
i) how would you access her readiness for this topic?
ii) formulate three questions to draw out her thinking.
iii) give two errors that this child may make while learning this process. How would you use these errors to her learning?
पियाजे के अनुसार, स्कूलपूर्व बच्चे वस्तुओं का वर्गीकरण करते समय संगत मानदंड को बनाए नहीं रखते हैं। दो उदाहरणों की सहायता से इस कथन को स्पष्ट कीजिए।
Deepa had to introduce the concept of ‘half’ to her class of 7-yar olds. She began by asking children if they could show half of anything. Most children came up with examples by breaking a chalk piece or tearing a sheet of paper into two. Deepa allowed children to talk to each other and share their examples with the whole class. More examples emerged, such as half of a glass of water. Deepa did not emphasize that the size of the two pieces must be equal for each to be one-half of the whole. Through the entire class she did not introduce the symbol ½.
i) Do you think Deepa should have started by giving examples of ‘half’ herself? Justify your answer.
ii) Was Deepa justified in not introducing the symbol? Explain why?
iii) Suggest an activity to carry this forward on the following day.
A class 2 child adds 141 and 41 as follows:
i) Give possible reasons for wrong result?
ii) What does the teacher lose by not looking carefully at errors made by her learners?
iii) Describe a distinct activity that you would carry out with the class to address the problem of such results in the addition of numbers